Fatima Varner

Do African American mothers really "love" their sons and "raise" their daughters?

This study assessed 1500 adolescents from the National Longitudinal Study of Youth to test the hypothesis that African American mothers differentially socialize their girls and boys. The results showed that later-born boys had fewer chores, argued more with their mothers, lived in less cognitively stimulating homes, and were not allowed to make the same decisions as were the girls or firstborn boys at the same age. The later-born boys were also lowest in achievement and highest in externalizing behaviors. Parenting differences accounted for the achievement differences but not for the externalizing behavior differences. It was concluded that the later-born boys would achieve at the same rates as their siblings if they were socialized in the same manner as their siblings.

Does perceived racial discrimination predict changes in psychological distress and substance use over time? An examination among black emerging adults

We assessed whether perceived discrimination predicted changes in psychological distress and substance use over time and whether psychological distress and substance use predicted change in perceived discrimination over time. We also assessed whether associations between these constructs varied by gender. Our sample included 607 Black emerging adults (53% female) followed for 4 years. Participants reported the frequency with which they had experienced racial hassles during the past year, symptoms of anxiety and depression during the past week, and cigarette and alcohol use during the past 30 days. We estimated a series of latent growth models to test our study hypotheses. We found that the intercept of perceived discrimination predicted the linear slopes of anxiety symptoms, depressive symptoms, and alcohol use. We did not find any associations between the intercept factors of our mental health or substance use variables and the perceived discrimination linear slope factor. We found limited differences across paths by gender. Our findings suggest a temporal ordering in the associations among perceived racial discrimination, psychological distress, and alcohol use over time among emerging adults. Further, our findings suggest that perceived racial discrimination may be similarly harmful among men and women.

Feeling hierarchy: the pathway from subjective social status to achievement.

The current study tested a psychosocial mediation model of the association between subjective social status (SSS) and academic achievement for youth. The sample included 430 high school students from diverse racial/ethnic and socioeconomic backgrounds. Those who perceived themselves to be at higher social status levels had higher GPAs. As predicted by the model, most of the relationship was mediated by emotional distress and study skills and habits. The lower SSS students had more depressive symptoms, which led to less effective studying and lower GPA. The model held across different racial/ethnic groups, was tested against alternative models, and results remained stable controlling for objective socioeconomic status. Implications for identity-based intervention are discussed.

Marital Transitions and Changes in African American Mothers' Depressive Symptoms: The Buffering Role of Financial Resources

The effects of changes in marital status on the changes in depressive symptoms of 443 African American mothers from the National Longitudinal Survey of Youth 1979 (NLSY) were examined. Results showed that those mothers who exited marriage increased in depressive symptoms relative to continuously married and newly married mothers. Moreover, mothers who entered marriage later experienced the same level of depressive symptoms as continuously married mothers. However, financial resources moderated the effects of marital transitions. Those mothers with more financial resources did not experience an increase in depressive symptoms after divorce, but those with fewer resources experienced a large increase. It was concluded that divorce is a risk factor for mental health concerns among African American mothers, but financial resources serve as a protective factor.

Natural Mentors, Racial Pride, and Academic Engagement Among Black Adolescents Resilience in the Context of Perceived Discrimination

The current study examined the potential of relational closeness in the natural mentoring relationships (NMRs) of Black students to counter and protect against the noxious effects of school-based discrimination on academic engagement. The study sample included 663 Black students between the ages of 12 and 19 (M = 14.96 years, SD = 1.81 years), all reporting a natural mentor. Approximately half of participants were female (53%). Participants were recruited from three different school districts in a Midwestern metropolitan area. Findings indicated that perceived school-based discrimination was negatively associated with academic engagement. Relational closeness in NMRs countered, but did not protect against, the negative effects of perceived school-based discrimination on students’ academic engagement. Additional analyses indicated that one mechanism through which relational closeness in NMRs may promote greater academic engagement among Black students is via increased racial pride. Results highlight the potential of NMRs to counter messages of inferiority communicated through discriminatory experiences in the school. Fostering relational closeness between Black students and supportive non-parental adults in their lives may be an effective strategy to boost academic achievement among Black youth experiencing discrimination in the school environment. In addition to fostering stronger bonds with natural mentors, strategic efforts to reduce school-based discrimination are needed to truly bolster the academic success of Black youth.

Parenting Patterns, Racial Discrimination, and African American Adolescents’ Psychological and Academic Outcomes

Declines in academic engagement and psychological well-being, which are common for many adolescents, may be exacerbated among some African American adolescents because of exposure to racial discrimination. While discrimination can have negative effects on the development of minority children, some develop adaptive qualities to better cope with discrimination. These qualities can contribute to psychological well-being and better academic outcomes. This research brief, by PRC faculty research associate Fatima Varner and colleagues, reports on a study that examined whether there were groups of families with different combinations of parenting, specifically involved-vigilant parenting and parental racial socialization (i.e., messages about race). Next, the researchers examined whether parenting profiles, racial discrimination, and adolescent gender independently or interactively predicted adolescent academic and psychological outcomes.

Academic Identity: A Longitudinal Investigation of African American Adolescents’ Academic Persistence

Adolescence is a vulnerable period for the development of academic identification and academic persistence, particularly among African American adolescents. The present study investigated how cultural assets (i.e., private regard and racial centrality) and academic assets (i.e., academic curiosity and academic self-esteem) influence African American adolescent boys’ (n = 109) and girls’ (n = 153) academic persistence over time. Additionally, we explored whether oppositional academic identity mediated the relationships between academic and cultural assets and academic persistence. Data were drawn from a cross-sectional longitudinal study. Results indicated significant direct effects of academic assets on academic persistence at Times 1 and 2 for boys and at Times 1, 2, and 3 for girls. Furthermore, oppositional academic identity mediated the relationship between boys’, but not girls’, cultural assets and academic persistence at Time 1. These findings have implications for understanding the role of assets in the lives of African American youth.

Racial discrimination experiences and African American youth adjustment: The role of parenting profiles based on racial socialization and involved-vigilant parenting

Objectives: The purpose of this study was to test whether parenting profiles based on racial socialization and involved-vigilant parenting would compensate for or moderate associations between racial discrimination experiences and academic outcomes and psychological well-being among African American adolescents. Method: Participants were 1,363 African American adolescents (Mage = 14.19; 52.3% female) from 3 Midwestern suburban school districts. Latent profile analysis was used to examine whether there were distinct combinations of parenting. The relationships among racial discrimination experiences, parenting profiles, and adjustment were examined using structural equation modeling (SEM). Results: Three distinct parenting profiles were found: moderate positive (n = 767; moderately high involved-vigilant parenting and racial barrier, racial pride, behavioral, and egalitarian messages, and low negative messages), unengaged (n = 351; low racial socialization messages and moderately low involved-vigilant parenting), and high negative parenting (n = 242; high negative messages, moderate other racial socialization messages, and moderately low involved-vigilant parenting). Racial discrimination experiences were negatively associated with youth adjustment. Moderate positive parenting was related to the best academic outcomes and unengaged parenting was associated with more positive academic outcomes than high negative parenting. Moderate positive parenting was associated with better psychological well-being than unengaged or high negative parenting although the benefits were greater for adolescents with fewer racial discrimination experiences. Conclusions: Distinct patterns of racial socialization messages and involved-vigilant parenting contribute to differences in African American youth adjustment.